Catering for student diversity

The accompanying year 6 unit plan caters for students diverse needs in a co educational
Catholic primary setting. Teacher judgement and knowledge of their students will be utilised
to form heterogeneous groups or pairs within the classroom. A collaborative working
environment promotes students vocabulary and social skills development, whilst also
providing opportunities for students to work beyond their Zone of Proximal Development
[ZPD] through peer scaffolding (Arthur, Beecher, Death, Dockett & Farmer, 2012; Hill,
Stremmel & Fu, 2005; Marsh, 2010; The State of Queensland, 2014; Woolfolk & Margetts,
2011).
The integration of multiple educational theories throughout the unit will ensure all
students learning styles will be addressed. The inclusion of group discussions, hands on
activities, visual cues, opportunities to move around the classroom and verbal and written
instructions reflect elements of Gardners Multiple Intelligences [MI] theory and will also
support the student with Attention Deficit Hyperactivity Disorder [ADHD] (Arthur et al.,
2012; Catron & Allen, 2008; Hill et al., 2005; MacNaughton & Williams, 2004; Marsh, 2010;
Woolfolk & Margetts, 2011). Throughout this unit, students will be engaged in multiple
critical and reflective discussions. Each learning experience provides opportunities for open
ended questions that encourage students to recall, comprehend, apply, analyse and synthesise
their learning, thus encompassing Blooms Taxonomy (Marsh, 2010).
Students who identified with English as an Additional Language or Dialect [EAL/D]
and for the students with development delay in regards to their literacy will have ample
opportunities to engage with the Literacy Support Assistant and to work collaboratively with
their peers. This unit promotes an environment where vocabulary development is rich
through the inclusion of word walls, visual cues displaying both text and images, thus
increasing students literacy development (Australian Curriculum Assessment and Reporting
Authority [ACARA], 2014).
Harrison (2011) states that Indigenous students typically have lower literacy
understanding compared to their peers. This unit supports Indigenous students by
implementing the same adjustments and tools that the students who identify as EAL/D are
exposed to. Additionally, Indigenous students and the Indigenous cross-curricular priority
are supported through the implementation of the class Yarning Stick and circle (Harrison,
2011).
This was developed through transforming partnerships with local Indigenous families to
ensure their cultural knowledge is present in the educational context (ACARA, 2013b; Blaise
& Nuttall, 2011; Kemmis & Ahern, 2010). To cater for the Indigenous student who has a
hearing impairment the teacher will wear a mobile microphone that is connected to speakers
within the learning environment and the students desk will be at the front of the classroom
(The State of Queensland, 2014).
The student identified as gifted engages in the G.A.T.E. Ways program which
supports the student typically during school hours (G.A.T.E. WAYS Education, 2014). The
teacher will have regular contact with the students guardian and the G.A.T.E. Ways program
to ensure the students learning is consistent. The teacher will provide higher order thinking
activities and inquiry based learning experiences to ensure the student and their peers all have
a variety of ways to challenge their learning and development (G.A.T.E. WAYS Education,
2014).
A parent regularly assists within the classroom; however more parental support is
encouraged throughout the unit. Learning experiences foster transforming partnerships with
parents through students participation in groups (Blaise & Nuttall, 2011). Parents are
encouraged to rotate between groups to support their own childs learning and sense of
belonging in the classroom, as well as providing additional scaffolding to all students.